WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION 2015 1
INDEX Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About RE in the curriculum The contributions of religious education to the values and aims of the school curriculum - Supporting the values of the curriculum 6 - Distinctive contribution of RE 6 The Structure of religious education in schools - Legal position 7 - Curriculum time 7 - Resources 7 Aims of Religious Education 8 - RE in the school curriculum 9 - The breadth of RE 9 - Religions studied 9 Learning across the curriculum: - The contribution of RE 10 PART 2 THE SYLLABUS Foundation Stage 13 Key Stage 1 15 Key Stage 2 19 Key Stage 3 23 14 19 28 PART 3 ASSESSMENT IN RELIGIOUS EDUCATION Assessing achievement at the end of the key stage 31 Progression Grids 33 Pupils with learning difficulties 36 Appendix 1: Schedule 31 of the Education Act 1996 39 Appendix 2: Membership of the Agreed Syllabus Conference 42 2
Part 1 Religious Education in the curriculum 3
BACKGROUND In 1950 the West Sussex Education Authority, in keeping with the requirements of the Education Act 1944, established a Statutory Conference to produce an Agreed Syllabus for Religious Instruction in schools. A new syllabus was produced in 1983 that built on principles that were widely shared in the County and provided the basis for the development in religious education during the 1980s. The Education Reform Act (1988) provided a new impetus in religious education and as a result a new Agreed Syllabus was developed in 1993 to reflect the requirement of the Act and was revised every five years, the last time being in 2008. The importance of religious education Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils knowledge and understanding of Christianity, other religions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. Religious education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Religious education encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice. It is essential that religious education enables pupils to share their own beliefs, viewpoints and ideas without embarrassment prejudice or ridicule. Many pupils come from religious backgrounds but it is recognized that others have no attachment to religious beliefs and practices. To ensure that all pupils voices are heard and the religious education curriculum is broad and balanced, it is expected that there are opportunities to consider other religious traditions such as the Baha i faith, Jainism and Zoroastrianism and secular philosophies such as humanism. 4
Pupils should also study how religions relate to each other, recognising both similarities and differences within and between religions. They should be encouraged to reflect on: the significance of interfaith dialogue the important contribution religion can make to community cohesion the reduction of religious prejudice and discrimination. About Religious Education in the Curriculum The contributions of religious education to the values and aims of the school curriculum SUPPORTING THE VALUES OF THE CURRICULUM Religious education actively promotes the values of truth, justice, respect for all and care of the environment. It places specific emphasis on: pupils valuing themselves and others, the role of family and the community in religious belief and activity, the celebration of diversity in society through understanding similarities and differences, sustainable development of the earth and care for creation. Religious education also recognises the changing nature of society, including changes in religious practice and expression and the influence of religion, in the local, national and global community. DISTINCTIVE CONTRIBUTION OF RE Religious education has a distinctive character that needs to be recognised and safeguarded. It makes its own contribution to the school curriculum in terms of knowledge, concepts, skills and attitudes, as well as sharing common ground with other subjects in contributing to the spiritual, moral, cultural, social and mental development of pupils and preparing them for adult life. The subject is concerned to promote, through an encounter with Christianity and other religions, the pupil s search for values, meaning and purpose. Therefore any form of integration of the subject with other areas of the curriculum must not only ensure that the distinctive subject matter of Christianity and other religions and beliefs is adequately covered by the joint syllabus, but also that this specific concern with meaning and purpose finds adequate expression. Care must be taken, too, to ensure that pupils develop the ability to perceive and appreciate the use of simile, metaphor and other forms of both verbal and non-verbal expression used in religious communication. 5
The structure of religious education in schools The legal position The statutory requirements for religious education were set out in the 1944 Education Act and then amended in the Education Act 1988 and restated in subsequent Acts of Parliament. These requirements apply to all maintained schools but not to nursery schools or further education institutions. The statutory requirements state that: religious education shall be provided for all registered pupils; parents have the right to withdraw their child from religious education lessons; the subject should be taught according to an agreed syllabus in all Local Authority community maintained and voluntary controlled schools; religious education must be non-denominational; the agreed syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practice of other principal religions represented in Great Britain. the religious education syllabus is distinct from collective worship; the requirement for Special Schools is that they should follow the Agreed Syllabus where practicable. CURRICULUM TIME This syllabus needs 5% of curriculum time for years R to 11 in order for it to be taught effectively. This is based on advice given both nationally and by the West Sussex Standing Advisory Council for Religious Education. The way this time is used is for schools to decide but it should be done in such a way that the religious education is easily identifiable and assists progression and continuity. The provision of religious education is required for all in the sixth form. Although the organisation may change from pre-16 there should be continuing provision for RE in Years 12 and 13 to meet the needs of the students and the requirements of this syllabus. RESOURCES Sufficient resources should be provided to deliver the RE curriculum in an exciting and dynamic way, including books, artefacts, ICT and video materials. It should include the provision of human resources to enable educational visits and visitors from faith communities in school. This should be at a level at least equivalent to the level that is provided for foundation subjects. 6
Purpose of study Religious education contributes dynamically to children and young people s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE they learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ. Aims for Religious Education The Attainment Targets from the Agreed Syllabus 2008 have been replaced by the three aims identified below. This sets out what we expect pupils to know and understand about religion and the skills needed to do this. These three aims are expanded in the sections on the Breadth of Study found in Part 2. The curriculum for RE aims to ensure that all pupils: A. Know about and understand a range of religions and worldviews, so that they can: describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals; identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews; appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning. B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can: explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities; express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues; appreciate and appraise varied dimensions of religion or a worldview. 7
C. Gain and deploy the skills needed to engage purposefully with religions and worldviews, so that they can: find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively; enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all; articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people s lives. RE in the school curriculum RE is a statutory subject of the school curriculum of maintained schools. Academies and free schools are contractually required through the terms of their funding to make provision for the teaching of RE to all pupils on the school roll. Alongside the subject s contribution to pupils mental, cognitive and linguistic development, RE offers distinctive opportunities to promote pupils spiritual, moral, social and cultural development. RE lessons should offer a structured and safe space during curriculum time for reflection, discussion, dialogue and debate. Lessons should also allow for timely and sensitive responses to be made to unforeseen events of a religious, moral or philosophical nature, whether local, national or global. The breadth of RE The law requires that local authority RE agreed syllabuses and RE syllabuses used in academies that are not designated with a religious character must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain (Education Act 1996). This means that from the ages of 5 to 19 pupils in schools learn about diverse religions and worldviews including Christianity and the other principal religions. All types of school need to recognise the diversity of the UK and the importance of learning about its religions and worldviews, including those with a significant local presence. Religions studied In order to provide a broad and balanced religious education curriculum and to ensure statutory requirements are met this syllabus requires that: Christianity should be studied throughout each key stage the other principal religions represented in Great Britain (here regarded as Buddhism, Hinduism, Islam, Judaism and Sikhism) should be studied across the key stages as set out below. Other religious traditions represented in Great Britain such as the Bah ai Faith, Jainism and Zoroastrianism may also be studied at various stages In order to aid progression and continuity and to avoid repetition this syllabus requires that: 8
Christianity should be taught at each Key Stage and shall comprise more than half the curriculum content; Introductory courses on Hinduism, Islam and Judaism shall be taught during Key Stages 1 and 2; Introductory courses on Sikhism and Buddhism shall be covered in Key Stage 3 or 4 and other religions may be studied in greater depth. The intention of this syllabus is to ensure that all pupils gain a basic understanding of the principal religions in Great Britain by the time they leave school. This does not preclude schemes of work from covering those specified religions in greater depth or from including content from other religions or beliefs if appropriate. This should not, however, result in pupils being confused by covering too many religions or beliefs in insufficient depth. The arrangement to teach religions other than Christianity over the Primary and Secondary phase is to enable the greatest flexibility possible while ensuring a broad coverage. To provide a coherent scheme of work religions other than Christianity should be planned over two Key Stages (Key Stages 1 and 2; Key Stages 3 and 4). Schools will need to liaise where necessary to ensure that this is planned effectively particularly where a school does not cover the whole of the Key Stages. At Key Stage 4 all schemes developed in schools should comply with the principles set out in this syllabus. It is recommended that all pupils follow a syllabus leading towards an accredited course such as GCSE Religious Studies (short or full course). In order to comply with this syllabus schools that choose not to follow a course leading to a GCSE qualification should follow a course that meets the GCSE criteria. For special schools an appropriate scheme should be devised. LEARNING ACROSS THE CURRICULUM: THE CONTRIBUTION OF RELIGIOUS EDUCATION Promoting spiritual, moral, social and cultural development through religious education Religious education provides opportunities to promote spiritual development through: discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity 9
considering how religions and other world views perceive the value of human beings, and their relationships with one another, with the natural world, and with God valuing relationships and developing a sense of belonging developing their own views and ideas on religious and spiritual issues. Religious education provides opportunities to promote moral development through: enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice studying a range of ethical issues, including those that focus on justice and creation, to promote racial and religious respect and personal integrity considering the importance of rights and responsibilities and developing a sense of conscience. Religious education provides opportunities to promote social development through: considering how religious and other beliefs lead to particular actions and concerns investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions as well as the common ground between religions articulating pupils own and others ideas on a range of contemporary social issues. Religious education provides opportunities to promote cultural development through: encountering people, literature, the creative and expressive arts and resources from differing cultures considering the relationship between religion and cultures and how religions and beliefs contribute to cultural identity and practices promoting racial and interfaith harmony and respect for all, combating prejudice and discrimination, contributing positively to community cohesion and promoting awareness of how interfaith cooperation can support the pursuit of the common good. 10
PART 2 The Syllabus 11
EARLY YEARS FOUNDATION STAGE RE in the Early Years Foundation Stage Pupils should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Pupils can be introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live. Religious education is a legal requirement for all pupils on the school roll, including all those in the reception year. In line with the DfE s 2013 EYFS Profile RE should, through planned, purposeful play and through a mix of adult-led and child-initiated activity, provide these opportunities for pupils. Communication and language: children listen with enjoyment to stories, songs and poems from different sources and traditions and respond with relevant comments, questions or actions; use talk to organise, sequence and clarify thinking, ideas, feelings and events; answer who, how and why questions about their experiences in response to stories, experiences or events from different sources; talk about how they and others show feelings; develop their own narratives in relation to stories they hear from different traditions. Personal, social and emotional development: children understand that they can expect others to treat their needs, views, cultures and beliefs with respect; work as part of a group, taking turns and sharing fairly, understanding that groups of people, including adults and children, need agreed values and codes of behaviour to work together harmoniously; talk about their own and others behaviour and its consequences, and know that some behaviour is unacceptable; think and talk about issues of right and wrong and why these questions matter; respond to significant experiences showing a range of feelings when appropriate; have a developing awareness of their own needs, views and feelings and are sensitive to those of others; have a developing respect for their own cultures and beliefs, and those of other people; show sensitivity to others needs and feelings, and form positive relationships. Understanding the world children talk about similarities and differences between themselves and 12
others, among families, communities and traditions; begin to know about their own cultures and beliefs and those of other people; explore, observe and find out about places and objects that matter in different cultures and beliefs. Expressive arts and design children use their imagination in art, music, dance, imaginative play, and role-play and stories to represent their own ideas, thoughts and feelings; respond in a variety of ways to what they see, hear, smell, touch and taste. Literacy children are given access to a wide range of books, poems and other written materials to ignite their interest. Mathematics children recognise, create and describe some patterns, sorting and ordering objects simply. 13
KEY STAGE 1 BREADTH OF STUDY During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study: Religions and beliefs: (see page 9 for guidance) a. Christianity b. at least one other principal religion And where appropriate: c. a religious community with a significant local presence* d. a secular world view Experiences and opportunities visiting places of worship and focusing on symbols and feelings listening and responding to visitors from local faith communities using their senses and having times of quiet reflection using art and design, music, dance and drama to develop their creative talents and imagination sharing their own beliefs, ideas and values and talking about their feelings and experiences beginning to use ICT to explore religions and beliefs as practised in the local and wider community. Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. 14
AIM A: Know about and understand a range of religions and worldviews Requirements A1. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them. A2. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. A3. Recognise some different symbols and actions which express a community s way of life, appreciating some similarities between communities. Examples and Notes Pupils enact stories and celebrations from Easter, Divali or Id ul Fitr, finding out about what the stories told at the festivals mean, e.g. through welcoming visitors to talk about their festivals Pupils experience thanking and being thanked, praising and being praised, and notice some ways Christians or Jewish people believe they can thank and praise God Linking to English and computing, pupils recount a visit to a local church using digital photographs and find out about the meanings of symbols for God that they saw there. Pupils choose their favourite wise sayings from different sources or key leaders and talk about what makes these sayings wise, and what difference it would make if people followed them Pupils retell (for example through drama) two different stories about Jesus considering what they mean. They compare the stories and think about what Christians today could learn from the stories Linking to English, pupils respond to stories from Hindu, Muslim or Jewish sources by identifying the values which different characters in the stories showed, and recognising the religions from which the stories come Pupils ask and answer who, where, how and why questions about religious stories and stories from non-religious worldviews. Pupils choose to find out about the symbols of two different religious traditions, looking for similarities between the ways they use common symbols such as light, water, trees or rock Pupils discover how and why Muslims wash, bow and pray in a daily pattern, noticing similarities to another religion or worldview Pupils select examples of religious artefacts from Christianity or Judaism that interest them, raising lists of questions about them and finding out what they mean and how they are used in festivals and worship Pupils hear three moral stories, for example from Christians, Hindus and humanists, and think about whether they are saying the same things about how people should behave. Note: The sections in italics are non-statutory 15
AIM B: Express ideas and insights about the nature, significance and impact of religions and worldviews: Requirements B1. Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. B2. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves. B3. Notice and respond sensitively to some similarities between different religions and worldviews. Examples and Notes Pupils find out about what people with different religions and worldviews do to celebrate the fruitfulness of the earth (e.g. in Harvest festivals, and in generosity to those in need), responding to questions about being generous Pupils discuss reasons why some people go to mosques, synagogues or churches often, but other people never go to holy buildings, and why some people pray every day, but others not at all Linking to PSHE, pupils make lists of the different groups to which they belong and consider the ways these contribute to human happiness. Pupils learn about the daily life of a Muslim or Jewish child (eg from a teacher s use of persona dolls), and make an illustrated list of signs of belonging including using special food, clothing, prayer, scripture, family life, worship and festivities. Pupils make a list of the ways they show how they belong as well Pupils express creatively (e.g. in art, poetry or drama) their own ideas about the questions: Who am I? Where do I belong? Pupils watch a short film about the Hindu creation story and talk about different stages of the cycle of life. Pupils use a set of photos or a list of religious items they have encountered in key stage 1 RE to sort and order, saying which items are connected to a particular religion and which are connected to more than one religion Linking to English, pupils use key words (e.g. holy, sacred, scripture, festival, symbol, humanist) to present ideas or write about two different religions or worldviews about which they have learned. Note: The sections in italics are non-statutory 16
AIM C: Gain and deploy the skills needed to engage purposefully with religions and worldviews: Requirements C1. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry. C2. Find out about and respond with ideas to examples of co-operation between people who are different. C3. Find out about questions of right and wrong and begin to express their ideas and opinions in response. Examples and Notes Pupils work in groups to use art, music and poetry to respond to ideas about God from different religions and worldviews, expressing ideas of their own and commenting on some ideas of others Pupils ask and answer a range of how and why questions about how people practise their religion Linking to Philosophy for Children, pupils think about and respond to big questions in a classroom enquiry using a story of Adam and Eve or a video clip of children asking questions about God as a stimulus. Pupils discuss stories of co-operation from different traditions and sources and make a Recipe for living together happily or a Class charter for more kindness and less fighting Linking to English and PSHE pupils could play some collaborative games, and talk about how the games put the teaching of the Golden Rule into action Pupils notice and talk about the fact that people come from different religions, responding to the questions- How can we tell? How can we live together when we are all so different? Pupils respond to a quiet reflection or a guided visualisation by choosing one value they think the world needs more of today from a list of values, and by illustrating their choice in different media Linking to English, pupils could ask questions about goodness, and write sentences that say what happens when people are kind, thankful, fair or generous, and what happens when people are unkind, ungrateful, unfair or mean Pupils look at how different people have expressed their ideas about God, and think and talk about their own ideas about God. Note: The sections in italics are non-statutory * Religions covered as part of this syllabus are restricted to those in membership of The Interfaith Network for the UK (http://www.interfaith.org.uk/) 17
KEY STAGE 2 BREADTH OF STUDY During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study: Religions and beliefs (see page 9 for guidance) a. Christianity b. at least two other principal religions And where appropriate: c. a religious community with a significant local presence* d. a secular world view Experiences and opportunities encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community discussing religious and philosophical questions, giving reasons for their own beliefs and those of others considering a range of human experiences and feelings reflecting on their own and others insights into life and its origin, purpose and meaning expressing and communicating their own and others insights through art and design, music, dance, drama and ICT developing the use of ICT, particularly in enhancing pupils awareness of religions and beliefs globally. Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values, human life and the natural world. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views. 18
AIM A: Know about and understand a range of religions and worldviews: Requirements A1. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. A2. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. A3. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. Examples and Notes Pupils make some connections between Hajj for Muslims and pilgrimage to Lourdes, Iona or the Holy Land for Christians, describing the motives people have for making spiritual journeys Pupils describe spiritual ways of celebrating different festivals, and reflect on the reasons why some people value such celebrations very highly, but others not at all Pupils compare how Christians, Muslims, Hindus or humanists celebrate a marriage and express and argue for ideas of their own about partnership, in discussions or in writing. Linking to English, pupils consider how some texts from the Torah (e.g. the Shema), the Bible (e.g. 1 Corinthians 13) and the Qur an (e.g. The 1st Surah, the Opening) are seen as sources of wisdom in different traditions. They respond to the ideas found in the texts with ideas of their own Pupils investigate aspects of community life such as weekly worship, charitable giving or beliefs about prayer, showing their understanding and expressing ideas of their own Pupils compare the texts in the Christian gospels that tell the stories of shepherds and wise men at Jesus birth, exploring how they are remembered and celebrated in a range of Christmas festivities. Pupils pursue an enquiry into beliefs about worship, relating the meanings of symbols and actions used in worship such as bowing down, making music together, sharing food or speaking to God (e.g. in prayer) to events and teachings from a religion they study Pupils consider how the meanings of a parable of Jesus are expressed in poetry, video, stained glass and drama. Pupils describe the impact of Hindu teaching about harmlessness (ahimsa) on questions about what people eat and how people treat animals. They express their own ideas. Note: The sections in italics are non-statutory 19
AIM B. Express ideas and insights about the nature, significance and impact of religions and worldviews: Requirements B1. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. B2 nderstand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives. B3. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews. Examples and Notes Linking to History and Design Technology pupils consider how the architecture of churches, mosques, mandirs or gurdwaras expresses a community s way of life, values and beliefs Pupils develop their understanding of beliefs about life after death in two religions and humanism through seeking answers to their own questions and articulating reasons for their own ideas and responses Pupils use their detailed understanding of religious practice such as the Five Pillars of Islam and worship of a deity in a Hindu family and a mandir to describe the significance of being part of a religion. Pupils explore the lives of key leaders from Buddhist and Christian contemporary life, describing the challenges they have faced and the commitments by which they have lived Pupils find out about how celebrating Divali brings the Hindu or Sikh community together, and expresses commitment to values of interdependence and generosity Linking to the expressive arts, pupils develop their own imaginative and creative ways of expressing some of their own commitments such as working hard at sport or music, caring for animals and the environment, loving their family or serving God. Pupils use their thinking about stories of Moses and Jesus to explore how Jews and Christians today celebrate key events from their history (e.g. in Passover and Lent) Pupils list and describe similarities and differences in the ways different traditions express what belonging means to them Linking to English, pupils find out about different forms of prayer and meditation in different religions and worldviews, and write some prayers or meditations suited to particular occasions and traditions. This is one point, among many, where RE can provide key opportunities for pupils spiritual development. Note: different dimensions of religion or worldview include, for example, narratives, beliefs, ethics, and social life Note: The sections in italics are non-statutory 20
AIM C: Gain and deploy the skills needed to engage purposefully with religions and worldviews: Requirements Examples and Notes C1. Pupils discuss different perspectives on questions about the beginnings of life on Discuss and present thoughtfully Earth, so that they can describe different ways science and religions treat their own and others views on questions of origins challenging questions about Linking with the expressive arts curriculum, pupils create works of art or music belonging, which express their understanding of what it means to belong to a religion or meaning, purpose and truth, worldview applying ideas of their own in Pupils discuss and debate reasons why different people have different ideas different forms including (e.g.) about the divine e.g. whether God is real and what God is like. reasoning, music, art and poetry. Note: pupils are not required to express personal beliefs in any coercive way in RE; good RE encourages an open hearted and broad minded approach to different beliefs. C2. Pupils discover and explore what Jewish people, humanists and Christians teach Consider and apply ideas about ways about how people can live together for the well-being of all in which diverse communities can Pupils discuss and apply ideas from different religious codes for living (e.g. live together for the well-being of all, Commandments, Precepts or Rules), to compile a charter of their own moral responding thoughtfully to ideas values, applying their ideas to issues of respect for all about community, values and Linking to Mathematics and Geography, pupils use local and national census respect. statistics to develop accurate understanding of the religious plurality of their locality and of Britain today. Note: This work offers valuable opportunities for engagement with religions with a significant local presence: pupils may learn about the contributions of, for example, Jains, Zoroastrians or members of the Bahá í faith to inter faith work. These communities can also be studied elsewhere in the RE curriculum. C3. Discuss and apply ideas about Pupils apply their own ideas about justice and fairness to the work of three ethical questions, including ideas development charities such as Christian Aid, Islamic Relief A Rocha and Oxfam about what is right and wrong and Pupils write persuasively about the reasons why people who have a particular what is just and fair, and express religious background or non-religious worldview try to help people who are their own ideas clearly in response. vulnerable (eg victims of natural disasters or prejudice, people who live with disabilities or people affected by war) Linking to Citizenship Education, pupils consider the Ten Commandments (Jewish) and the Five Precepts (Buddhist), expressing their ideas about right and wrong in the light of their learning. Note: this is one point, among many, where RE can provide key opportunities for pupils moral development. * Religions covered as part of this syllabus are restricted to those in membership of The Interfaith Network for the UK http://www.interfaith.org.uk/ 21
KEY STAGE 3 BREADTH OF STUDY During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study: Religions and beliefs (see Page 9 for guidance) a. Christianity b. at least two other principal religions And where appropriate: c. a religious community with a significant local presence* d. a secular world view Experiences and opportunities encountering people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and ethical issues visiting, where possible, places of major religious significance and using opportunities in ICT to enhance pupils understanding of religion discussing, questioning and evaluating important issues in religion and philosophy, including ultimate questions and ethical issues reflecting on and carefully evaluating their own beliefs and values and those of others in response to their learning in religious education, using reasoned, balanced arguments using a range of forms of expression (such as art and design, music, dance, drama, writing, ICT) to communicate their ideas and responses creatively and thoughtfully exploring the connections between religious education and other subject areas such as the arts, humanities, literature, science. Students should extend and deepen their knowledge and understanding of a range of religions and worldviews, recognising their local, national and global context. Building on their prior learning, they learn to appreciate religions and worldviews in systematic ways. They should draw on a wide range of subject specific language confidently and flexibly, learning to use the concepts of religious study to describe the nature of religion. They should understand how beliefs influence the values and lives of individuals and groups, and how religions and worldviews have an impact on wider current affairs. They should be able to appraise the practices and beliefs they study with increasing discernment based on analysis, interpretation and evaluation, developing their capacity to articulate well-reasoned positions. 22
AIM A: Know about and understand a range of religions and worldviews: Requirements A1. Explain and interpret ways that the history and culture of religions and worldviews influence individuals and communities, including a wide range of beliefs and practices, in order to appraise reasons why some people support and others question these influences. A2. Explain and interpret a range of beliefs, teachings and sources of wisdom and authority including experience in order to understand religions and worldviews as coherent systems or ways of seeing the world. A3. Explain how and why individuals and communities express the meanings of their beliefs and values in many different forms and ways of living, enquiring into the variety, differences and relationships that Examples and Notes Linking to History, students plan and report on an investigation into the impact of two key leaders, thinkers or founders of religions or worldviews on their communities or on individuals today Students examine how spiritual experiences (such as sensing the presence of God, or the experience of answered prayer) have an impact on some members of different communities. They develop reasoned arguments to support their ideas about these kinds of claims or events Linking to Geography, students investigate the demographics of Christianity, Judaism or Sikhism or No Religious belief in their local area and wider region. Note: this is an aspect of RE that provides many opportunities for students social and cultural development. Students develop their moral reasoning skills by studying moral ideas from Humanism about good ways to live. They compare these ideas with Christian sources of authority and wisdom, responding systematically Students select and interpret texts from the Qur an and Hadith to explain and exemplify their understanding of Muslim beliefs and ways of seeing the world Students consider how sacred writings such as the Torah or the Bhagavad Gita, or other sources of wisdom, provide ethical guidance and spiritual nurture to members of different communities Students consider why so many sources of wisdom and authority in religions and worldviews are men, and so few are women. They appraise some sources of female wisdom, from within or beyond religions and worldviews Students consider the importance of experience as a source of wisdom and authority including religious experience and everyday human experience. Note: The focus on interpretation of religions and worldviews requires learners to be active in engaging with texts and issues and responding with reasoned ideas of their own. Students investigate the life, teaching and example of Jesus, responding to Christian theology and other views of his influence with their own interpretations and insights Students plan an investigation into examples of daily practice of Buddhists, Christians, Hindus, Jewish people, Muslims and / or Sikhs in Britain, examining in particular some similarities and differences in spiritual practice, ethics, beliefs and community life Students explore different ways of expressing beliefs and values in architecture, music, media and the arts, building their understanding of diversity within the religions and 23
exist within and between them. worldviews they study. Note: The focus in this aim on expression and communication connects the ways people from different religious or non-religious backgrounds express their ideas to the ways learners themselves express their own ideas. Both are equally important in good RE learning. Note: The sections in italics are non-statutory AIM B: Express ideas and insights about the nature, significance and impact of religions and worldviews: Requirements B1. Explain the religions and worldviews which they encounter clearly, reasonably and coherently; evaluate them, drawing on a range of introductory level approaches recognised in the study of religion or theology. B2. Observe and interpret a wide range of ways in which commitment and identity are expressed. They develop insightful analysis and evaluation of controversies about commitment to religions and worldviews, accounting for the impact of diversity within and between communities. Examples and Notes Students plan, write and deliver an illustrated talk about different views of life after death, from, for example, a humanist, a Buddhist and a Christian, using arguments from philosophy of religion and human experience to evaluate varied ideas thoughtfully Students use ideas from the sociology of religion, the psychology of religion or the philosophy of religion to explain the appeal of a nonreligious or a Buddhist, Islamic or Christian identity to millions of people in Britain and / or the wider world today Students experience dialogue between members of different religions and those who hold a non-religious worldview. They consider theological questions about truth that arise, giving reasons for the ideas they hold. Note: in working to meet this aim, students may encounter religions and worldviews with a significant local presence, even if their national numbers are small. Examples might include members of the Bahá í faith, Jains, Zoroastrians, Latter Day Saints or Jehovah s Witnesses. Students investigate and evaluate in an essay the influence of some contemporary great lives on religious communities and the wider world, weighing up ways in which the commitment of key leaders can inspire whole communities. They also consider questions about possible dangers of commitment Students use an ethnographic approach to interview believers representing diversity within a tradition about what makes religious living challenging in Britain today e.g. from Sunni and Shi a Islam, Protestant and Catholic Christianity or Orthodox and Reform Judaism. Students select a religious controversy in current affairs to investigate (examples: What rights can migrant religious community members expect in the UK with regard to their religious practice? Why do some people convert from one religion to another? Why might some people from different religious groups or worldviews think that protecting the environment is not a major priority? Students present arguments from both sides of the controversy to show their ability to 24
B3. Consider and evaluate the question: what is religion? Analyse the nature of religion using the main disciplines by which religion is studied. analyse issues from different perspectives. Note: Engagement with controversial issues is at the heart of good RE and one aim of the subject is to enable respectful disagreement. Students consider the questions: What is religion? What is a worldview? They develop skills to interpret claims made by different religions and worldviews about the nature of reality and the value of religion Students use methods of study from history, theology and philosophy to assemble a coherent case for their answer to the question: In the twenty first century world, is religion a force for good, or not? Students examine questions about whether religion and spirituality are similar or different, about how different religions and worldviews relate to each other and about collaboration and conflict between individuals and communities, including inter faith. Students consider questions about whether different religions are compatible or incompatible, in for example their ideas about God or the ultimate reality or deciding how to live a good life. Note: it is in meeting this aim of RE that students build an understanding of religion itself as a phenomenon, rather than merely studying religions and worldviews one by one. Note: The sections in italics are non-statutory AIM C: Gain and deploy the skills needed to engage purposefully with religions and worldviews: Requirements C1. Explore some of the ultimate questions that are raised by human life, making wellinformed and reasoned personal responses and expressing insights that draw on a wide range of examples including the arts, media and philosophy. C2. Examine and evaluate issues Examples and Notes Linking to Science, students examine arguments about questions of origins and purpose in life (Where do we come from? Why are we here?) Students develop insight into and understanding of why some people argue that science and religion can be compatible and others argue that they cannot Linking to expressive arts, students investigate the ways drama, broadcast media and visual artists explore questions about the meaning of life, selecting and explaining examples that they find compelling and relating these to the teaching of different religions and worldviews Students develop their skills in reasoning and constructing arguments by debating questions and dilemmas about the nature of human life and the moral responsibilities of being human. Note: this aim in RE connects philosophical reasoning with other forms of expression, using the varied talents students bring to the subject. Students consider what religions and worldviews say about what makes people happy. They seek and articulate explanations for links between character, well-being and 25